The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
The Validity of Discrepancy-Based Definitions of Reading Disabilities
Abstract
This study addressed the validity of distinguishing children with reading disabilities according to the presence or absence of discrepancies between intelligence test scores and academic achievement. Three definitions of reading disability were used to provide criteria for five groups of children who (a) met a discrepancy-based definition uncorrected for the correlation of IQ and achievement; (b) met a discrepancy-based definition correcting for the correlation of IQ and achievement; (c) met a low achievement definition with no IQ discrepancy; (d) met criteria a and b; and (e) met none of the criteria and had no reading disability. Comparison of these five groups on a set of 10 neuropsychological tests corrected for correlations with IQ showed that group differences were small and accounted for little of the variability among groups. These results question the validity of segregating children with reading deficiencies according to discrepancies with IQ scores.
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Citations
Cites
THE IDENTIFICATION AND PREVALENCE OF SPECIFIC READING RETARDATION
RODGERS, B. (1983) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.1983.tb02570.x · Cited by 134
Cited by
Stanovich, K. E., & Siegel, L. S. (1994) · Journal of Educational Psychology · doi:10.1037//0022-0663.86.1.24 · Cited by 1,250
Fletcher, J. M., Shaywitz, S. E., Shankweiler, D. P., & Katz, L. (1994) · Journal of Educational Psychology · doi:10.1037//0022-0663.86.1.6 · Cited by 648
Self-citationNeuropsychological functioning in people with ADHD across the lifespan
Seidman, L. J. (2006) · Clinical Psychology Review · doi:10.1016/j.cpr.2006.01.004 · Cited by 469
Willcutt, E. G., Petrill, S. A., Wu, S., Boada, R., DeFries, J. C., Olson, R. K., & Pennington, B. F. (2013) · Journal of Learning Disabilities · doi:10.1177/0022219413477476 · Cited by 343
Seidman, L. J., Biederman, J., Monuteaux, M. C., Doyle, A. E., & Faraone, S. V. (2001) · Neuropsychology · doi:10.1037/0894-4105.15.4.544 · Cited by 190
Metadata
- Authors
- Fletcher, J. M., Francis, D. J., Rourke, B. P., Shaywitz, S. E., & Shaywitz, B. A.
- Venue
- Journal of Learning Disabilities
- Publisher
- SAGE Publications
- Published
- 1992-11
- Volume
- 25
- Issue
- 9
- Pages
- 555-561
- ISSN
- 0022-2194 (ISSN-L)
- 1538-4780
- OpenAlex
- W2129957010
- Cited by
- 162
- References
- 1
- FWCI
- 10.61
- Type
- journal article
- Language
- en
- Open access
- closed
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- Fletcher, J. M., Francis, D. J., Rourke, B. P., Shaywitz, S. E., & Shaywitz, B. A. (1992). The Validity of Discrepancy-Based Definitions of Reading Disabilities. Journal of Learning Disabilities. https://doi.org/10.1177/002221949202500903
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
